INFS 1026代写、Python/Java程序设计代写

日期：2023-06-05 09:02

Introduction

UniSA STEM

INFS 1026 – Systems Requirements and User Experience (SRUX)

Assignment 2: User Experience Design for a

online PASS system

Weighting: 40%, Due Date: See submission area

Group Assignment (2–3 members)

Version Date Notes

1.0 11 May 23 Initial release

Introduction

The second assignment continues the scenario presented in the first assignment. In this

assignment, you will undertake a UX design for an online PASS system.

The intention of this assignment is to identify the relevant users and build an interface for

those users. All assignment 1 submission material for group members can be used for

assignment 2 (but only where it makes sense). However, only include elements that directly

contribute to the user experience design. Submitting a piece of work that includes content

that does not contribute to the quality of the user experience will be penalized.

Note: while the scenario is taken from the real-world, you may need to roleplay users in their

roles.

In this assignment you will create a selection of artefacts from the user experience process

for the scenario presented in Appendix 1. Specifically, you will create:

1. An updated set of categorised stakeholders.

2. An interview plan.

3. A project and system stakeholder interview transcript.

4. An updated set of user stories from the point of view of the user experience.

5. A matrix of user stories to personas.

6. A set of reasonable personas/user profiles.

7. A set of storyboards illustrating the context of user stories.

8. Two Information Architectures (one for the student-facing aspect of the system, one

for the tutor-facing aspect of the system).

9. A priority list of user stories.

10. A prototype of both aspects of the system.

Note: some of these artefacts are the same as assignment 1. But remember, the focus of

this assignment is specifically on the user experience, so your outputs for each step may be

different. You will be marked on this.

This assignment will develop your skills by allowing you to put into practice what has been

taught during the entire 9 weeks of the course. If any aspect of the assignment specification

is unclear, please seek clarification.

Learning outcomes

After completing this assignment, you will have learnt to:

• Identify (user and non-user) stakeholders for a given problem statement;

• Design a user interface for the users who are going to use it;

• Describe the design to level that the implementers of the system can build as

intended.

Assignment and submission requirements

1. The assignment must be submitted via Learn-Online.

2. The assignment must be submitted in PDF format.

3. The assignment must be referenced where applicable using consistent citations and

footnotes.

4. The assignment must document and justify any decisions and assumptions made.

5. The assignment submission must not include the scenario or question text from the

specification.

Marking criteria

The marking rubric for this assignment will be available on the course website. Use the

rubric to ensure you adequately address all aspects of the marking criteria. The assignment

will be assessed on the following criteria:

1. Applicability to the User Experience;

2. Completeness of solutions;

3. Clarity of expression;

4. Consistency within and between tasks;

5. Technical correctness of the methods used; and

6. Presentation, spelling, and grammar.

Task 1 – Identifying User Experience Stakeholders

1.1. Given the provided scenario, identify the non-user stakeholders and user

stakeholders.

1.2. Profile each of the stakeholders. Get some basic information them that will help you

generate personas later.

Hint: non-user stakeholders correspond to project stakeholders, and user stakeholders

correspond to system stakeholders.

Task 2 – Interview Plan

2.1. Given the provided scenario, design an interview outline for an interview with a

PASS tutor to learn what the information requirements are for the new information

system.

2.2. Repeat this with a student.

Hint: Make sure the questions help inform you of the needs of the user. You should

also have questions that help you understand the users so that you can generate your

personas later.

Like assignment 1 ensure your interview outline follows the template presented in

textbook (Figure 6– 2). Ensure to address the Interviewee, Location/Medium,

Objectives, and Agenda elements of the template.

Task 3 – Project and System Stakeholder Interview Transcript

Next, we will conduct a mock interview for our two primary end-users:

3.1. Conduct a mock interview with a student. To do this, have one group member

roleplay the user for the interview (be the user, think like the user). The user should

map to one of your potential personas (see Task 4).

3.2. Record the interview as an audio recording and upload as supplemental material.

3.3. Write up a transcript of the interview.

3.4. Repeat steps 3.1 to 3.4 for a PASS Tutor.

Task 4 – Personas

4.1. Develop three personas:

• Two for the student role, and

• One for the PASS Tutor role.

These personas should represent the different groups of people who would be using

the user interfaces of the system: what education, how do they solve problems,

what irritates them, what do they like. Again, make sure you that you include aspects

relevant to understanding the user experience.

Task 5 –User stories relevant to the user experience

5.1. Write a set of user stories for the following roles:

• Student, and

• PASS Tutor.

Write the set of user stories in the form:

As a [role], I want to [goal] so that [benefit]

Ensure that your stories focus on the user experience of using the system and that

your stories meet the INVEST criteria. Aim for at least 6–8 user stories per role.

Task 6 – Prioritised matrix of user stories

6.1. Create a table of mapping all the user stories you have identified to all the personas.

These will allow you to see natural groupings for your designs later.

Note: ensure your table represents specific personas, not just general roles.

6.2. Determine a method for calculating the priority then provide a list of the user stories

with their priority in order of most to least important. Your submission should

include at least:

1. A description of the criteria for determining importance.

2. Ordered list of user stories.

Note: prioritised your stories for each role, so that you have a prioritised list for the

student and a prioritised list for PASS Tutors.

6.3. Present your priority in the table you create by sorting the rows accordingly.

Task 7 – Storyboards

7.1. For each role, sketch up the three most important user stories for the application.

These must be contextual storyboards representative of the situation in which the

user is interacting the system.

Note: You should end up with six storyboards in total, three for each role.

Task 8 – Information Architecture/Look and Feel

8.1. Create a structure chart of the user stories in the user interface.

8.2. Create a short document describing the look of the final interfaces. This look and feel

document should at least include:

1. Typography (font, size, etc);

2. Colour Palette;

3. Iconography; and,

4. Dialog/screen patterns.

Task 9 – Prototype

9.1. Build two prototypes addressing the user stories for each role (student and PASS

Tutor). Implement these using wireframing software and include the screenshots

into your submission document. The wireframes need to cover all aspects of the

information architecture and therefore all identified user stories. There is no

prescribed number of screens or elements as everyone’s user stories and

information architecture will differ. But as a guide, one screen will not produce a

good user experience!

Note: you may include any wireframing files as supplemental material to your

assignment.

Workplan

The assignment covers topics from weeks 1–13 of the course. A suggested workplan is:

1) Read the scenario text in Appendix 1 again;

2) Read the additional material in Appendix 2;

3) Work through each task in order;

a. As you complete a task, assess the results as a team and improve any

identified issues.

4) Finally, ensure the output of each task is consistent with previous tasks.

As you attempt a task, refer to the relevant week’s material. To achieve an HD, you should

be revising all your artefacts (i.e. stakeholders, user stories, etc) as you progress and gain a

better understanding of the domain; this will ensure your assignment is complete and

consistent. An HD assignment will be clear how each task is built on the previous step.

Assignments that appear you started with the interface and worked backward (which is

obvious to markers) will be awarded a low mark.

To achieve an HD, work collaboratively, not cooperatively. Collaborate closely with each

other to address all tasks. Do not allocate individual tasks to individual group members and

design in isolation; this will result in a submission that is not consistent between tasks and

will be penalised.

Extensions

Late submissions will not be accepted for this course unless an extension has been approved

by the course coordinator. Late submissions that have not been approved will receive a

mark of zero. Refer to the course outline for further information regarding extensions.

Academic Misconduct

This is a group assignment. You may only use work from assignment 1 that your team

members produced. Your submitted files will be checked against other student group

submissions, and other sources, for instances of plagiarism. Students are reminded that they

should be aware of the academic misconduct guidelines available from the University of

South Australia website.

Deliberate academic misconduct such as plagiarism is subject to penalties. Information

about Academic integrity can be found in Section 9 of the Assessment policies and

procedures manual at: http://www.unisa.edu.au/policies/manual/

Appendix 1 — Assignment Scenario

Background

When the COVID-19 restrictions impacted the students and teaching staff, ABC College (a

college affiliated with UniSA) reviewed their online resources for new and existing students

to enable the variations in teaching and learning. The provision of hybrid classes enables

the students that are unable to attend face to face lectures means the cohort remains as

integrated as possible regardless of the students’ location.

Additional resources were discussed related to the provision of student directed assistance

through Peer Assisted Study Sessions (PASS). This was available to students at ABC College

but was not readily available to students in the online environment.

PASS enables students to call upon peers who have previously excelled in courses to be

involved as mentors to current students. The PASS “tutors” consist of a mixture of current

students and those who have already progressed to their degree studies at UniSA.

In the past, students just turn up to PASS, but management at ABC College would like to

formalise the service to students, tracking the success of the support facilities

UniSA have had a similar system in use for several years. Students can sign up to attend

PASS face to face and online via Zoom, which is especially beneficial for external students

who must cope with variations in time zones or are studying and working full time.

Schedules for all PASS sessions run at UniSA are advertised through a dedicated webpage,

with the details of UniSA STEM student PASS sessions – IT and engineering students –

available via this website:

https://i.unisa.edu.au/students/student-support-services/study-support/peer-assistedstudy-sessions-pass/stem/

They also have a Facebook page where weekly updates can be posted and communication is

enabled between PASS tutors and students using, for some, a more familiar communication

medium than the Moodle discussion boards.

ABC College have tasked IT students to determine the requirements for this system.

The Proposed System

The system will be accessible via any web enabled device and link through the Learning

Management System (LMS) within ABC College - Moodle. It is proposed that a tile will be

created on the Student’s ABC College Portal page to enable access to the PASS program

details. From here, the student can view details about the courses offering sessions, the

timetable for the sessions and be able to book an appointment within a group session or

even a one-on-one session with one of the PASS tutors. Each course which offers the PASS

program will also have a link to book a session from their course web page.

PASS tutors will also be able to access course websites for which they are providing the

sessions so they can view all resources available to students. Only the student’s ID, name

and email address will be available to PASS tutors with personal information about the

student and their studies being the student’s responsibility to share with the session

tutor(s).

PASS Schedule

At the beginning of each semester, course coordinators will use the number of students

enrolled in their courses to determine how many PASS tutors may be needed for the

semester. There may need to be multiple tutors for some courses.

Timetabling of the sessions will be determined by the Academic Coordinator for the

diploma. They will use the timetable set up for their diploma to determine appropriate

times to schedule two PASS sessions per week based on the current timetable. One session

will be timetabled for during the day and one in the evening to enable those who work or

are in a different time zone to take advantage of the service. An additional time is set in

reserve in case of increased need – around assignment time or exam time for example.

Because of the fullness of the timetable each semester, this will usually be scheduled on an

evening.

It is possible that the PASS sessions offered could include hands-on study help, perhaps set

up in conjunction with the Tertiary Skills Development.

Pass Tutors

As previously mentioned, PASS tutors are either current or past students who have excellent

study skills and understanding of the specific course. Some tutors are able to take sessions

for multiple courses across the diplomas. In fact, some past students who have graduated

from UniSA have registered interest in providing further assistance of an evening now they

have entered the workforce.

It is foreseen that tutors would be able to submit their interest either for each semester or

even each year. In putting forward this expression of interest, they provide:

• their name, email address and at least one contact phone number – mobile and/or

landline

• past or current ABC College ID to enable a unique identifier for each PASS tutor

• current address if different to the address currently in the system

• current studying status

o ABC College, UniSA, other institution or not currently studying / working

o Stage of study or year of graduation if no longer studying

• a selection of courses they can assist with identified from the courses scheduled for

the semester / year accompanied by a number representing the level of preference

• their availability recorded on notes associated with the person.

o days

o times

o face to face / Zoom / both

Staff verify the details of these students and determine their suitability to assist with their

elected courses. Some tutors may give more than one course a “1” level of preference. By

law, students also need to have a police check and current “Working with children”

certification as some students at ABC College are minors. Once verified as a suitable tutor,

the status associated with them is updated from “Expressed Interest” to “Awaiting

Allocation”.

PASS Scheduling

It is proposed that the scheduling of PASS sessions be completed at the same time as

scheduling of courses / timetabling. Discipline leads for each of the diplomas are asked to

match the courses offered in the PASS schedule to appropriate tutors. They are asked to

include a comment to explain their selection. They then schedule the PASS sessions for

their courses. It is preferred that one session occurs on the same day as the class(es)

offered for the course so students can attend the sessions with theory fresh in their minds.

Tutors are then contacted to ensure they are available to offer their assistance at these

times. Once they accept, they are associated with the specific session(s) and their status is

updated to “Allocated”.

On Monday of week two each semester, the PASS schedule is made available to students

with the sessions starting at the beginning of week three. By this time, many students will

have identified areas where they are struggling.

PASS Bookings

Bookings can be made or cancelled up to one hour before a PASS session. Students can

select to book sessions for one or more courses and for multiple weeks at one time.

PASS Registration

When they first book, their Student ID is used to link their PASS bookings to their student

record. This is to avoid duplication of student details. However, additional information

identified as necessary for storage on the PASS system specific to the student includes:

• their preferred name

• an optional alternative contact method, for example WhatsApp or Facebook user

details

• authorisation / request to communicate with the course coordinator or learning

support about their progress

Once these details are entered, the student then selects the courses with which they need

assistance. For each course, they enter a short description of the difficulties they are facing.

Within this description, the student may identify how many times they have studied the

course.

Booking PASS Sessions

To create a booking, the student selects the course they want from the list of available

courses in which the student is enrolled. The system will then display the schedule of PASS

sessions for this course. The student then selects the date / time combination of the session

they want to attend. To make this more efficient, students have identified that it may be

useful to book a block of sessions for the same course to ensure they have continued

support. The system will show them a calendar showing the selected dates and ask the

student to confirm their choices or change their selections. Once the student confirms their

choices, the system asks if they want to book sessions for any other courses. The student

can repeat the process for other courses they are having trouble with. When they select

“Done” the system shows the compiled calendar and asks if they want to add the

appointments to their ABC College calendar. If the student selects “yes”, the system

downloads an “ics” file which, when the student opens, updates their calendar in Outlook

for their ABC college account. They can also select to save the information or have the list

of sessions emailed to them as a reminder.

Lecturers and course coordinators, reflecting on progressive student performance, may

request a student to enlist in a PASS, however they cannot insist they do so. A “referral”

system may be set up to enable communication between the course coordinator or learning

advisor to the PASS tutors for a specific group of courses to provide assistance to students

who have been struggling with the transition to tertiary studies.

PASS Attendance

PASS tutors will record who attends each session, cross referencing student bookings and

adding additional details of “drop ins” when they occur. Students may attend a session

without a booking, but the tutor will ensure those who have booked are attended to before

moving on to the drop-in students. If the session time expires before these students have

had answers to their questions, they will be encouraged to email the questions to the tutor

and to book a subsequent time for the next PASS.

PASS System Access

PASS tutors need to have access to the course websites to be able to see readings,

assessment requirements and weekly task details to ensure they are providing the correct

help to students. With permission from the student, they may commence communication

to the course coordinator related to the individual’s progress or the need for additional

detail in areas where many students are reporting the same issues with understanding a

concept. There are questions about how this communication may be facilitated – by email,

through teaching staff accessing tutor comments in the PASS system, message generation

via chat or discussion board specific to the staff within the PASS system have been some

suggestions thus far.

Management and course coordinators want to view several reports from, and related to,

the PASS system. Reports would include:

• the use of the system

• variations to grades related to students attending PASS, especially if they are

repeating a course

• compilation of PASS tutor comments based on individual student performance

• attendance at sessions for each course

Appendix 2 — Additional Material

The assignment focuses on two aspects of the system: a student facing aspect and a PASS

Tutor facing aspect.

Students

• You need to determine the context where the system is used.

• These aspects will require further research beyond the provided scenario in order to

have a realistic UX and design.

• You may propose the device or medium that the UX takes for the student facing

component.

PASS Tutor

• You can presume that a PASS Tutor has access to a desktop computer and web

browser.